How Much Do You Know About Visual Impairment?

The correct answer is "A student showing any of the above symptoms". This answer is correct because all of the listed symptoms - watering of eyes, recurrent redness, and frequent blinking - can be indicative of visual impairment. If a student is experiencing any of these symptoms, it may be a sign that they are having difficulty seeing and should be further assessed by a medical professional.

The use of computers to give visual representation is not an effective pedagogical strategy for the inclusion of students who have a severe visual impairment. Since these students have difficulty or cannot see visual content, relying on computers for visual representation would not be helpful for their learning. Instead, strategies such as felt books and boards, three-dimensional maps and charts, and speaking clearly and explicitly would be more effective in accommodating their needs and promoting their learning.

Having a white cane does not necessarily indicate whether someone is completely blind or partially sighted. It is a mobility aid commonly used by individuals with visual impairments, including those who are completely blind or partially sighted. Therefore, both situations can occur where someone with a white cane can be completely blind or partially sighted.

When working with a visually impaired child, a criterion-referenced assessment would be the best choice. This type of assessment focuses on the child's individual progress and evaluates their performance against specific criteria or standards. It allows for a personalized approach that takes into account the unique needs and abilities of the visually impaired child. In contrast, standardized and norm-referenced assessments may not accurately measure the child's abilities, as they are based on a comparison to a larger group of children and may not consider the specific challenges faced by visually impaired individuals.

The statement suggests that there is no universally accepted definition of visual impairment. This means that different organizations or countries may have different criteria or definitions for what constitutes visual impairment. Therefore, the correct answer is False.

If a student uses tactile or auditory resources as his/her primary channel of learning, it suggests that they have functional blindness. This means that while they may have some vision, it is not sufficient for them to rely on visual resources for learning. Instead, they rely on other senses such as touch or hearing to access information and learn effectively.

Approximately 4-6% of people living with sight loss are completely blind. This percentage indicates that a small portion of individuals with sight loss have no visual perception at all. The answer suggests that the majority of people with sight loss still retain some degree of vision, albeit impaired. It is important to note that this answer provides an estimate and the actual percentage may vary.

Visual impairment can be caused by various factors such as intrauterine infection, disease or injury, malformation of the visual system, and inherent disorders. Intrauterine infection refers to infections that occur during pregnancy and can affect the development of the visual system in the fetus. Disease or injury can result in visual impairment due to damage to the eyes or optic nerves. Malformation of the visual system can occur during fetal development, leading to structural abnormalities that affect vision. Inherent disorders are genetic conditions that can impact the functioning of the visual system, leading to visual impairment.

The World Health Organization has recommended a classification system for degrees of low vision, which includes severe, profound, moderate, and mild. This classification system helps in categorizing the level of visual impairment based on the severity of the condition.

The Callier-Azusa Scale, Oregon Project Skills Inventory, and Hawaii Early Learning Profile would be most useful when working with a visually impaired child. These assessments are specifically designed to evaluate the developmental skills and abilities of children with visual impairments. They take into account the unique challenges and needs of visually impaired children and provide valuable information for planning appropriate interventions and support.